Dental Decision Simulation (DDSim): Development of a virtual training environment

Johnson, Kimberly S.; Schmidt, Andrew; Bader, James D.; Spallek, Heiko; Rindal, D. Brad; Enstad, Chris J.; Fricton, James R.; Asche, Stephen E.; Kane, Sheryl; Thirumalai, Vijay; Godlevsky, Olga V.; Johnson, Norbert; Acharya, Amit; Rush, William A.

doi:10.1002/jdd.12303

Cited by 3 publications

(2 citation statements)

References 42 publications

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“…Un estudio realizado en Estados Unidos en el 2020 por Johnson et al 30 que evaluó la simulación de decisión dental en un entorno de entrenamiento virtual. Con el propósito de capacitar a los odontólogos en la planificación de tratamientos.…”

Section: Perspectivas Actuales De Simuladoresunclassified

Simuladores en odontología y la formación de habilidades clínicas

Grandez-Gomez

2021

Odontol Sanmarquina

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El avance tecnológico evidencia el gran desarrollo de los simuladores en la educación odontológica. Con el transcurrir de los años, el uso de simuladores como herramienta educativa para el logro de competencias en estudiantes de preclínica ha tenido una creciente incorporación en los planes de estudio. Por ello, el presente artículo tiene como objetivo revisar la historia de los simuladores en la educación odontológica e identificar las habilidades desarrolladas con el uso de simuladores en estudiantes universitarios de pregrado a nivel mundial. Al respecto, se realizó una búsqueda de artículos científicos indexados en bases de datos como Medline, Scopus, LILACS, SciELO, Google académico y Redalyc; se desarrolló la búsqueda bibliográfica hasta enero 2021 y se consideró las siguientes palabras clave: simulación, educación en odontología, estudiantes de odontología, educación basada en competencias. En los resultados se identificó cuatro etapas relevantes como una manera interactiva para explicar la historia de la simulación en odontología, cada una de estas etapas estuvo determinada por el impacto tecnológico de cada época, la necesidad de entrenamiento de los estudiantes y la integración en los planes de estudio. Con esta revisión, se concluyó que existe evidencia que el uso de simuladores durante la formación preclínica universitaria desarrolla habilidades en el estudiante de odontología, y que estas habilidades clínicas están relacionadas con el tipo de simulador usado durante su formación de pregrado.

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Section: Perspectivas Actuales De Simuladoresunclassified

Simuladores en odontología y la formación de habilidades clínicas

Grandez-Gomez

2021

Odontol Sanmarquina

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“…Dental education, based on its special practicality and strong operability, requires qualified preclinical training and assessment of practitioners. Preclinical training can provide timely feedback on the learning level of students and improve their clinical skills and practical ability [ 1 , 2 ]. Before the emergence of a virtual simulation system, a jaw model has been mainly used for medical experimental teaching and preclinical skills training [ 3 ].…”

Section: Introductionmentioning

confidence: 99%

Virtual versus jaw simulation in inlay preparation preclinical teaching: a randomised controlled trial

et al. 2022

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Background To investigate the effect of virtual simulation systems on the teaching of inlay experiments and to guide the experimental teaching of tooth preparation. Methods Participants in their second semester of the junior year were selected to carry out the unified teaching and evaluation of dental preparation theory. The age varied from 18 to 22 years (19.96 ± 0.70) and the participants were randomly divided into four groups (n = 19) with a similar male-to-female ratio following CONSORT guidelines, including a jaw simulation model training group (Group J), a virtual simulation system training group (Group V), a jaw model training first followed by a virtual system training group (Group J-V), and a virtual system followed by a jaw model training group (Group V-J). The inlay tooth preparation assessment was performed on the extracted teeth. The data were analysed according to the assessment scores by a senior clinician. The subjective feelings of the students towards the system were evaluated using questionnaires. Results The second theoretical scores of Group V-J (63.5 ± 2.89) and Group J-V (60.5 ± 3.25) were higher than those of Group V (57.5 ± 3.13) and Group J (58.0 ± 3.67). The experimental scores of Groups J-V and V-J (62.79 ± 2.84; 64.00 ± 2.85) were higher than those of Groups V and J (56.05 ± 3.39; 55.74 ± 2.53). The questionnaire survey illustrated that most students preferred the digital virtual simulation system (perfect assessment: 91.3%, accuracy: 82.6%, satisfaction: 52.2%). Conclusion Virtual simulation training can facilitate the teaching effect of tooth preparation in inlay experiments, and the teaching mode of Group V-J was the best. Therefore, this teaching mode is to be popularised.

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From anatomy to surgery: Effectiveness of virtual simulation adjuvant to traditional methods in the preclinical training of apicoectomy

Liu,

Chen,

Cao

et al. 2024

Anatomical Sciences Ed

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Anatomy forms the foundation for the training and execution of routine surgical procedures. However, a gap persists in effectively bridging anatomical knowledge with the confident performance of procedures. Virtual simulation (VS) techniques, based on experiential and situated learning theory, hold promise in addressing this challenge. Apicoectomy, a procedure involving root apex resection to preserve a tooth, requires a blend of regional and dental anatomy knowledge, making it an ideal model for assessing the effectiveness of VS. This prospective cohort study evaluated primarily the enhancement of incorporating VS training in the preclinical skill training of apicoectomy for undergraduate dental students, compared to relying solely on traditional methods. VS training includes the simulated dissection process, patient examination, and apicoectomy based on graphically synthesized virtual models. Secondly, the study investigated the influence of exposure to VS training on students' confidence and satisfaction. The training was divided into three progressive levels aligned with students' cognitive processes, employing Miller's competence learning framework. Participants were categorized into the control group (CG) (n = 214) and VS training group (VSTG) (n = 220) based on their classes. The results demonstrated that VSTG showed significantly greater training enhancement (VSTG: 7.14 ± 1.74; CG: 6.57 ± 2.02, p = 0.002) and higher confidence levels (VSTG: 2.94 ± 0.13; CG: 2.69 ± 0.13, p < 0.001), along with greater satisfaction with the training compared to the CG (VSTG: 3.70 ± 0.18; CG: 3.20 ± 0.17, p < 0.001). In conclusion, VS proves to be a valuable adjunct for enhancing procedural skill training in surgical procedures.

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Dental Decision Simulation (DDSim): Development of a virtual training environment

Cited by 3 publications

References 42 publications

Simuladores en odontología y la formación de habilidades clínicas

Simuladores en odontología y la formación de habilidades clínicas

Virtual versus jaw simulation in inlay preparation preclinical teaching: a randomised controlled trial

From anatomy to surgery: Effectiveness of virtual simulation adjuvant to traditional methods in the preclinical training of apicoectomy

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